English Language

The big picture: Reading 50%, Writing 50%, Spoken Language reported separately

Component 1 vs Component 2: fiction-focused vs non-fiction-focused skills

Understanding the assessment objectives (AO1–AO6) in student language

What examiners mean by “effects on the reader”

How marks are allocated between content and technical accuracy (SPaG)

Building an exam timing plan you can actually follow

How to use the insert/resource booklet effectively

Common reasons students lose marks (misreading tasks, no evidence, vague analysis)

Building a personal “exam toolkit” (sentence starters, paragraph frames, checklists)

Second read: spotting shifts in mood, tension, and focus

Selecting evidence: choosing short, precise quotations

Retrieval mastery: finding explicit information quickly

Inference mastery: turning hints into clear interpretations

Writing inference sentences that stay anchored to the text

Tracking character: thoughts, actions, dialogue, and motives

Tracking setting: how place and atmosphere are created

Identifying viewpoint and narrative perspective

Analysing word choices: connotations and tone

Analysing figurative language: simile, metaphor, personification

Analysing sound and sentence style for effect

Analysing structure: openings, endings, and turning points

Analysing structure: pacing, tension, and sentence length

Evaluating: forming a judgement and proving it with evidence

Explaining the “impact on the reader” without being generic

Writing concise, high-precision paragraphs under time pressure

Planning answers from the question focus (not from memory)

Building point–evidence–explain paragraphs that stay relevant

Zooming in: analysing a single word for big effect

Zooming out: linking analysis to the wider moment in the extract

Avoiding “feature spotting” (naming techniques without meaning)

Writing about structure using clear, simple vocabulary

Writing a convincing evaluation judgement (how far, how well, how effectively)

Using multiple quotations smoothly (no “quote dumping”)

Checking and improving an answer in the final 60 seconds

Generating a plot quickly from a title or prompt

Crafting a strong opening that hooks immediately

Establishing character voice and viewpoint

Showing emotions through action, detail, and dialogue

Using dialogue realistically (and punctuating it correctly)

Creating tension using pacing and sentence variety

Using description purposefully (to support narrative)

Building a clear story shape: problem, turning point, resolution

Writing effective endings that feel “earned”

Structuring paragraphs for pace and clarity

Using ambitious vocabulary without forcing it

Using figurative language sparingly but effectively

Avoiding common pitfalls: clichés, rushed endings, no storyline

Editing for AO6: spelling, punctuation, sentence control

Final-check routine: sense, consistency, accuracy, impact

Varying sentence openings for style and control

Controlling fragments and run-ons

Commas: lists, clauses, and clarity (not “comma splicing”)

Full stops, colons, semicolons: when they improve meaning

Apostrophes: possession vs omission (and common traps)

Speech punctuation: new speaker, commas, end punctuation

Paragraphing for clarity and purpose

Spellings that frequently cost marks (homophones, endings, ambitious words)

Proofreading routines that catch real errors quickly

Understanding voice: attitude, stance, and viewpoint

Identifying the “main message” and supporting ideas

Comparing perspectives: what each writer thinks and why

Comparing methods: how each writer shapes the reader’s response

Spotting bias, viewpoint, and one-sided presentation

Distinguishing fact, opinion, and assertion

Understanding tone in non-fiction (sarcastic, formal, indignant, reflective)

Analysing non-fiction language choices (rhetoric and emphasis)

Analysing structural choices (openings, sequencing, endings)

Interpreting 19th-century language without panic

Using context safely (only what the text supports)

Selecting comparative evidence across two texts efficiently

Synthesising ideas: linking points instead of writing two mini-essays

Evaluating credibility: how convincing and why

Summarising in your own words while staying accurate

Selecting evidence for summary-style questions

Writing a concise summary paragraph with no “waffle”

Combining ideas from two texts into one clear overview

Using connective language for synthesis (similarly, whereas, both, however)

Avoiding the two biggest summary errors: inference and over-quotation

Turning bullet ideas into fluent exam sentences

Keeping summary responses focused on the exact question focus

Tightening a summary to fit the mark scheme demands

Matching form to task: letter, article, speech, review, report, leaflet

Writing effective introductions that establish purpose immediately

Writing effective conclusions that drive the message home

Organising arguments logically (not just listing points)

Using paragraphing to guide and persuade the reader

Using rhetorical devices naturally (rule of three, questions, contrast)

Using evidence and examples to make points convincing

Writing balanced discursive responses when required

Shaping tone: formal, semi-formal, informal (and staying consistent)

Writing for impact without sounding unrealistic or aggressive

Crafting persuasive sentences that sound “adult” and controlled

AO6 in transactional writing: accuracy + deliberate sentence variety

Editing for clarity: removing repetition and tightening phrasing

Final-check routine: task matched, audience met, structure clear, accurate SPaG

Turning a topic into a clear purpose (to inform, persuade, explore)

Planning a talk with a strong line of argument

Structuring a speech: opening, signposting, development, closing

Using notes effectively without reading a script

Speaking clearly: pace, volume, emphasis, and pausing

Using Spoken Standard English appropriately in a formal setting

Using vocabulary choices to sound confident and precise

Using engagement strategies: questions, examples, anecdote, contrast

Handling nerves: practical rehearsal routines

Responding to questions: listening carefully and answering directly

Extending answers with extra explanation and examples

Showing “Merit/Distinction” qualities: organisation, purpose, sophistication

Meeting the “audible and intelligible” baseline every time

Recording and performance conditions: what matters on the day